By the end of the project, 619 students demonstrated:
- Improved academic levels in reading
- More positive attitudes toward reading
- Comparable executive functioning
- Gained increased knowledge about reading disabilities (including dyslexia)
- Developed professional and acquired skills for Digital reading instruction
- Gained hands-on experience with differentiated teaching strategies, integrating them into their regular lessons.
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Experienced the benefits of working in national and international peer groups (CoP’s) - including with school professionals such as ICT coordinators, teaching assistants and policy staff.
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Developed more awareness on broader issues such as equity, learning differences, and inclusive education.
- Gathered further evidence on the benefits of gamification in learning—insights that will be explored further by DYS-centrum and other academic partners.
- Are more equipped to adopt more flexible, practice-oriented, and non-intrusive methods to monitor and analyze COPs and teacher and learner progress caused by the use of Digital tools.
- Disseminated project results in 16 conferences reaching more than a 1000 stakeholders across Europe.
- Developed recommendations for anyone who’s in the field of creating educational apps
- Developed, in collaboration with teachers, physical game materials and digital whiteboard lessons for the Klankr8 game. These resources were aligned with classroom instruction to optimize learning outcomes.
- (Karaton) held close relations with teachers in Belgium which led to a two-way improvement of the game-app’s quality and learner’s experience.
- (Lexia) gained data on learner’s progress which they’ll use to optimize their game-app.
The many project findings were dissemminated to a range
of interested stakeholder groups, view below.